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Session Information
04 SES 13 E, Inclusive Perspectives on the ‘Post-Refugee-Discourse’ in Education
Symposium
Contribution
The following paper discusses different perspectives about the requalification program called “Basics of Educational Science for Teachers with Refugee Background (Bildungswissenschaftliche Grundlagen für Lehrkräfte mit Fluchthintergrund)”. In Austria teachers with refugee background face barriers in re-entering their profession without acquiring further training in the area of pedagogy. The course is conceptualized to enabling these (former) teachers to enter the Austrian labour market through (re-)qualification. This research follows up on findings about individual experiences of participants throughout the course. The participants exemplified their experiences before, during and after the (re-)qualification program with narratives and reflections. The research’s main interest is to focus on a reappraisal comparison between the reflections of the participants taking place immediately after the end of the course and their reflections one year later. Meanwhile, the participants pursued different career paths, leading to the following research questions in a reappraisal perspective: How do teachers with refugee background reflect the impact of requalification on their professional career development? According to an inclusive research approach (Nind 2014), the course participants are actively involved in the whole research process. To collect the follow-up data, former course participants join a group discussion with key questions. Furthermore, they are part of the evaluation team analysing the data material according to the Situational Analysis by Adele Clarke (2005). The aim of the follow-up research is to evaluate the course as (re-)qualification activity regarding its professional as well as its personal benefit to the participants. In other words, it is essential to know how this course has changed the participants’ life.
References
Biewer, G., Kremsner, G. & Proyer, M. (2019). Inklusion von Lehrkräften nach der Flucht: Über universitäre Ausbildung zum beruflichen Wiedereinstieg. Bad Heilbrunn: Klinkhardt (forthcoming) Clarke, A. (2005). Situational Analysis: Grounded Theory after Postmodern Turn. New York: Sage Publications. Nind, M. (2014). What is inclusive research? London: Bloomsbury
Programme by Networks, ECER 2021
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
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